Becoming and Being a TESOL Teacher Educator

This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings. The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.

Rui Yuan is an associate professor at the Faculty of Education of the University of Macau. His research focuses on teachers' cognition, emotions and identities, as well as teacher educators' professional practice and development in higher education. His publications have appeared in a number of international journals such as TESOL Quarterly and Teaching and Teacher education. Icy Lee is a Professor at the Faculty of Education of the Chinese University of Hong Kong. Her publications have appeared in international journals such as the Journal of Second Language Writing, TESOL Quarterly, System, and Language Teaching Research. She is currently Principal Associate Editor of The Asia-Pacific Education Researcher.

Introduction SECTION I TESOL teacher educators' inner world and their self-exploration 1 An exploration of TESOL teacher educators' motivation 2 Problematizing 'messy' research: A novice language teacher educator-researcher's reflexive account 3 Back to school as a student teacher: Exploring tensions of a novice TESOL teacher educator's professional development through self-study 4 An experienced Chinese EFL teacher educator's beliefs about the essence of educational research 5 Teacher educators' positionings of preservice teachers and self in the Australian TESOL education context 6 Emotional Reflexivity in Language Teacher Education: Focusing on the Role of Emotion in Teacher Educator Identity and Pedagogy 7 Being a Reflexive Practitioner and Scholar in TESOL: Methodological Considerations SECTION II TESOL teacher education program design and pedagogy 8 Preparing All Teachers for ELLs?: Teacher Educators' Voices and Praxis 9 Teacher educators' prior experiences as an affordance for pedagogical orientations towards 10 Toward a practice-based approach in initial English language teacher education: Exploring the contemporary challenges of EFL teacher educators 11 Through you I see me: S-STEPping into a teacher educator's identity through critical reflection 12 Teacher educator identity negotiation as participant researcher: An autoethnography within TESOL teacher preparation 13 Multivocal Teacher Educator Identity: A self-study of a language teacher educator's use of critical autoethnography